1. What makes me a “You Got It Girl” is my determination, my faith, and my drive to keep going even when life gets tough. I’ve faced challenges on and off the field, but I always remind myself to keep moving forward and trust God’s plan. On top of soccer and school, I work three jobs to help pay for my tuition. It’s not easy, but I believe that hard work and faith go hand in hand. This scholarship would give me the support I need to keep pursuing my goals as a student and a semi-pro athlete while continuing to encourage others to never give up. 2. I have been playing soccer for the past 18 years at the club, high school, college, and now semi-pro level. Over the years, I’ve been blessed with some amazing opportunities. In high school, I was ranked as one of the top 10 midfielders in Oklahoma my senior year, and I was captain of my ECRL club team. This past summer, I signed my fifth semi-pro contract with Tulsa FC. Each level I’ve played at has pushed me to grow, not just as a player, but as a leader and teammate. 3. One of the biggest challenges I’ve faced is balancing everything on my plate—school, soccer, and work. There have been times when I’ve felt overwhelmed and unsure if I could handle it all. But instead of giving up, I chose to see it as an opportunity to grow stronger. It taught me time management, discipline, and the importance of leaning on God for strength. What could have been a setback became a lesson in perseverance, and it’s made me more confident that I can face whatever comes my way. 4. Someone I really admire is my mom. She is the most selfless and hardworking person I know. No matter what life throws at her, she stays strong in her faith and always finds a way to take care of others before herself. Watching her has taught me what it means to work hard, trust God, and serve others with a full heart. She inspires me to be that kind of role model for my teammates, classmates, and anyone who looks up to me. 5. This scholarship would help me most with paying for my tuition. Even while playing semi-pro soccer, I work three jobs just to cover the cost of school. Balancing that with training and competing isn’t easy, but I trust that God is guiding me through it. Having this support would take away some of the financial pressure, allowing me to focus more on my education and on continuing to grow as an athlete. It would mean a lot to know that others believe in me and are willing to invest in my future. 6. Soccer has always been more than just a sport to me. It has shaped who I am and shown me the importance of hard work, leadership, and faith. My ultimate goal is to take the lessons I’ve learned on the field—teamwork, perseverance, and serving others—and use them to make a difference as a future teacher. I want to be someone who inspires others, both through my athletic journey and by showing how faith in Jesus can guide you through challenges. 7. I played college soccer my first year as a freshman, but quickly moved into the Semi-Professional level. I hope to sign my first Professional contract within the next two summers. Being a student athlete means the world to me. I get to share my God given light to such a dark world. Athletes can be tough, but I believe that this is my ministry, and God has given me this talent for a purpose. I pray that God gives me wisdom every day to preach about His glory.

My name is Jada Branan, and I am still in college, figuring out life, but one thing I know for sure is that I want my life to make a difference. I don’t want to just go through the motions or chase after success that doesn’t last. I want people to see Jesus through me. I believe He has given me a heart for people, and my purpose is to love and serve them the best I can. One of the biggest ways I’ve seen God work in my life is through being a Resident Assistant. Honestly, I didn’t think I was good enough for that role at first. I worried I wouldn’t know what to say or that people wouldn’t look up to me. But God quickly showed me that leadership isn’t about being in charge, it’s about serving. For me, leadership means putting others first, meeting them where they are, and being willing to do the small, behind the scenes things that make a big difference. As an RA, I’ve been able to live that out. I’ve checked in on students when they were homesick, stressed, or lonely. I’ve stayed up late listening when someone just needed to vent. I’ve planned events to help bring people together so no one would feel left out. And there have been nights when I prayed for my residents, asking God to give me the right words and the patience to keep showing up. All of those moments, big or small, taught me that real leadership is not about power, it’s about service. Jesus showed us that the greatest leaders are the greatest servants, and I’ve tried to carry that truth into everything I do as an RA. Being an RA has also prepared me for my future career. I feel called to teaching. I’ve known for a while that I wanted to be a teacher, but through my leadership experience, I’ve realized just how important serving others is in the classroom, too. Teaching, to me, is not just about giving lessons and grading papers. It’s about being there for my students, encouraging them when they struggle, celebrating them when they succeed, and reminding them every day that they matter. Most of all, I want my students to see Jesus in the way I live and treat them. I may not be able to speak about Him directly in every situation, but I can show His love through kindness, grace, and patience. Just as Jesus has never given up on me, I want my students to know I will not give up on them. I still remember the teachers who made a difference in my life—the ones who believed in me and made learning fun. I want to be that kind of teacher for my students, not for recognition, but because God has called me to serve through teaching. Right now, I’m still in college, still learning, still growing. But I can see how God is shaping me through these experiences. My prayer is that when people think about me, whether as an RA, a teacher, or just as a friend that they will see Jesus in all of my actiona nd words. That’s the kind of impact I want to leave on the world.

I want to be a teacher because I love helping others learn and feel special. Teaching isn’t just about reading and math—it’s about making learning fun, helping kids grow, and showing them that they matter. That’s what my 4th grade teacher, Mrs. Carlson, did for me. Mrs. Carlson made learning fun every single day. She didn’t just make us sit and do worksheets—she used songs, games, and hands-on activities that made everything exciting. I remember singing songs to help us learn grammar, and they actually helped me remember the rules! We did crafts, acted out stories, and even had fun math games. She made the classroom a place where we could learn and have fun at the same time. Even when I didn’t get something right away, Mrs. Carlson would help me understand by using a different way to teach it. She was always patient and kind. She made me feel smart and important. Because of her, I started to love learning, and I wanted to be like her—someone who helps kids feel good about themselves. When I grow up, I want to be a teacher just like Mrs. Carlson—someone who makes learning fun with songs, hands-on activities, and kindness. I want my students to feel safe, loved, and excited to come to school every day. I believe that God gave me a heart to lead and to care for others. I want to be His hands and feet on the earth, helping children feel seen and supported every single day. With his help, I know I can make a difference in the lives of my future students, just like Mrs. Carlson did for me. In my classroom one day, I want to use the same ideas that Mrs. Carlson used to help me: songs for grammar and vocabulary, games for math, and hands on experiments for science. I want to have classroom jobs so everyone feels important, and kindness challenges so we practice being good friends. I will cheer for small wins and big ones, because every step matters. I’m thankful for Mrs. Carlson for showing me what a caring teacher looks like. I’m also grateful for my church class for giving me a place to lead and serve. I promise to carry what I’ve learned into my future classroom. I want to be the kind of teacher who helps kids love learning and believe in themselves—every single day.

Teaching is not just about giving lessons or doing worksheets. It’s about helping kids feel safe, loved, and excited to learn. That’s something I’ve learned from leading the 2nd grade class at my church every Sunday. I’ve been serving in that class for nine years, and now I help lead it. I don’t just help—I plan lessons, lead activities, and spend time getting to know the kids. Each week, I welcome the kids in with a smile, help them settle in, and guide them through the Bible story, games, and crafts. I make sure they understand what we’re learning, and I remind them that God loves them no matter what. Sometimes I sit with kids who are shy or having a hard day, and just being there for them helps. I’ve learned how to listen, how to be patient, and how to lead with kindness. Leading this class has helped me understand what it means to be a good teacher. It’s not just about what you teach—it’s how you treat people. I want my students to feel important, even if they’re having a tough time. I want them to believe they can do hard things and that someone is cheering them on. When I grow up and become a teacher, I want my students to feel the same way the kids in my church class feel: safe, seen, and special. I hope they leave my classroom not just knowing how to read or do math, but knowing how to be kind, how to believe in themselves, and how to treat others with love and respect. Volunteering in this way has taught me how powerful one person can be. Just showing up and being kind can change someone’s whole day. That’s why I want to be a teacher—because I want to make a difference in kids’ lives, just like I’ve done with the 2nd graders at church. Teaching isn’t just a job to me. It’s something I feel called to do. I want to use my heart, my voice, and my care to help others grow. I believe that being a teacher means being a light in someone’s life—and I want to be that light. I believe God has given me a heart to serve and lead, and I want to use that to be His hands and feet on the earth. Whether I’m teaching in a classroom or helping at church, I want everything I do to show His love. I know that with God helping me, I can be a light to others and help change the world one child at a time.

My name is Jada Branan, and I am currently a senior at Oral Roberts University, majoring in Early Childhood Development. This field means so much to me because I believe the early years of a child’s life are the most important for laying a strong foundation, not only academically but emotionally and spiritually as well. Growing up, I was inspired by my momma, who is a kindergarten teacher. Watching her love and dedication to her students showed me the powerful difference a caring teacher can make. Additionally, I have volunteered for nine years in my church’s children’s ministry, where I’ve had the privilege of helping nurture young children and witness firsthand how early support shapes their confidence and growth. This scholarship would be a tremendous blessing to me. As I approach graduation, the financial challenges of tuition, books, and other expenses weigh heavily. Receiving this scholarship would relieve some of that pressure, allowing me to focus more fully on my studies. I work four jobs to pay for school, so this scholarship would provide a weight lifted off my shoulders. More importantly, it would bring me closer to my dream of becoming an educator who creates safe, nurturing environments where children can thrive—environments that support their whole development and help them build a firm foundation in God. I am truly grateful for this opportunity and committed to using what I learn at Oral Roberts University to make a positive impact in the lives of many children and families. Thank you for considering my application!!

If given the opportunity to create a class required for all students from K-12, I would design a Bible Studies and Character Development class. This class would focus on teaching students the stories and values found in the Bible while helping them build a firm foundation in God. I believe such a class is essential for nurturing not only academic growth but also spiritual growth. In today’s world, young people face many pressures—social, emotional, and ethical—that can feel overwhelming. Without a clear moral compass, it is easy to get lost in all the confusion. A Bible Studies class would provide students with the real truth and teachings that guide them toward making positive choices. Learning about God’s love, forgiveness, and justice can help students develop compassion, integrity, and respect—qualities that are crucial for personal success and healthy relationships. My passion for this subject is deeply personal. My mom is a kindergarten teacher who has shown me the difference that faith can make in young children’s lives. Through her work, I have seen how a firm foundation in God supports children’s growth and helps them develop resilience and kindness. Additionally, I have volunteered in my church’s children’s ministry for nine years. During this time, I witnessed firsthand how biblical teaching encourages children to be hopeful, loving, and confident. These experiences have strengthened my belief in the power of integrating faith into education. What sets this class apart is that it would not just focus on memorizing verses or recounting stories. Instead, students would learn how to apply biblical principles in their daily lives. They would be encouraged to practice forgiveness, show empathy, handle conflict with grace, and develop a sense of personal responsibility. These skills help students grow not only spiritually but also emotionally and socially. Furthermore, a Bible Studies class would create a safe space for students to explore their beliefs and learn from one another, promoting understanding and unity. This environment can reduce bullying, increase kindness, and help students feel more connected to their school. In conclusion, requiring Bible Studies for all K–12 students would have a lasting impact. It would provide young people with a firm foundation in God that supports them through life’s challenges. More than just academics, it would nurture character, strengthen communities, and prepare students to live meaningful, compassionate lives. This is why I am committed to advocating for faith-based education and hope to continue making a positive difference in children’s lives with God working through me.

I believe that early childhood is the most critical time in a child's life. It is when the foundation for everything is built: learning, reading, behavior, confidence, emotional regulation, and even how they view the world. That’s why I chose to go into early childhood development. I don’t just want to teach children facts or routines—I want children to have a safe space to learn and grow. My plan for supporting early childhood development is centered around creating environments that are not only safe and nurturing but also full of opportunities for exploration and growth. I believe that young children learn best through their hands with play, movement, and meaningful interactions, not through worksheets and a one-size-fits-all testing system. I want to support their development by designing classrooms that are rich in language, diverse in culture, and focused on the whole child: their mind, body, and spirit. This means incorporating lots of hands-on learning, such as manipulatives, sensory activities, social-emotional learning, music, nature, storytelling, and most importantly, relationships. Kids need to feel seen, heard, and valued. That’s where real learning begins. I plan to focus heavily on building strong relationships with both children and their families, because early childhood development doesn’t happen alone. The best outcomes come when educators and families work together with shared goals and open communication. What made me decide to go into early childhood development was a mix of love, experience, and inspiration from my momma, who’s a kindergarten teacher. Watching her care for and shape young children showed me how powerful a teacher’s role really is. I’ve also spent the last nine years volunteering in the children’s ministry at my church, where I’ve helped with everything from nursery care to leading lessons. Through that time, I’ve seen just how important early experiences are in shaping a child’s confidence, behavior, and sense of safety—and that’s exactly the kind of impact I want to make. That’s why I chose early childhood development—not just to teach, but to advocate. I want to be part of a movement that pushes for better care, better education, and better resources for young children and the people who care for them. I plan to support this not only in the classroom but also by continuing my own education to get further education on how I can make my future classroom a better place one day. Early childhood is the foundation for their education.. If we nurture it with intention, compassion, and love, we’re not just helping children thrive today—we’re shaping who they’ll become tomorrow.

If I could change one thing about the education system, I’d throw out the cookie-cutter model we’re stuck in and build something that actually fits real students. Education feels like a one-size-fits-all shoe. Every student is expected to learn the same way, at the same pace, and then be measured by the same test. But the truth is, everyone is created uniquely. I have been in school long enough to see how much pressure is placed on students to perform a certain way. From elementary school through high school and even into college, it’s all about checking the right boxes: pass the test and get the GPA your parents have always wanted for you, but is the child actually critically thinking and learning? What if you’re someone whose strengths can’t be measured in a one-size-fits-all test? What if you are like me: creative, hands-on, or someone who needs time to truly understand something before you’re tested on it? In a cookie-cutter system, students like that get left behind or overlooked. In school growing up, I knew how to study, how to memorize, and how to play the game. But there were so many moments where I felt like I was learning just to pass, not learning to understand or apply anything meaningful to my life. I’d cram memorizing for a test, get the grade, and then forget most of it a week later. That’s not learning. And honestly, it made me lose interest in subjects I might have loved if they were taught differently. What really stuck with me, though, were the experiences: projects that let me explore topics I cared about, classes where discussion mattered more than grades, and teachers who saw me as more than just another student. One semester in college, I learned to teach students math with manipulatives, and if I am being honest, I learned more in that one class than in my 2nd grade math class growing up. That class didn’t just teach me content—it taught me how to think with my hands. And that’s what education should be about. The problem is, those kinds of experiences are still rare. The system is built for efficiency, not individuality. It’s easier to grade a test than a project. It’s easier to give everyone the same textbook than to let students explore their interests. But easier doesn't mean better. Right now, too many students are falling through the cracks, and it's not because they aren't smart, but because the system is not giving them a chance to build on recognizing the different ways that they are uniquely good at. That’s why I believe in personalized, project-based learning. Give students room to ask those critical thinking questions, to solve problems that matter to them, and to learn at their own pace. Let them show what they have learned in different ways and not just through tests, but through presentations, portfolios, and creative work. Education should build skills that matter outside of school—things like teamwork, time management, and communication. These don’t show up on standardized tests, but they show up in life. Of course, there still needs to be structure, academia, and accountability. But we can measure growth without turning learning into a stressful numbers game. It’s time we move away from the test-driven, cookie-cutter system and create a model that allows students to actually learn. In the end, school should be a place where students discover who they are and what they care about, not just a place where they learn to take tests and cheat the system. If we want future generations to be critical thinkers and problem-solvers, we have to stop shaping them with a one-size-fits-all cookie cutter. It’s time to design education around the student, not the system.